Lesson Plan Template 1 Primary & Secondary Unit/Topic: (ey Learning #rea: Number and Place Value-Doubling and

)at*s al!ing Date: "1 #ug $%1" Time: 1$&%'-1$&"'

+ear Le!el: 1D Lesson: , ----------------------------------------------------------------------------------------------------------.urriculum outcomes /or t*e unit: )easurement and 0eometry Location and transformation Give and follow directions to familiar locations (ACMMG023) Using units of measurement escri!e duration using mont"s# wee$s# da%s and "ours (ACMMG02&) 'ell time to t"e "alf("our (ACMMG020) Number and #lgebra Mone% and financial mat"ematics )ecognise# descri!e and order Australian coins according to t"eir value (ACM*A0&+) *um!er and ,lace value Count collections to &00 !% ,artitioning num!ers using ,lace value (ACM*A0&-) evelo, confidence wit" num!er se.uences to and from &00 !% ones from an% starting ,oint. /$i, count !% twos# fives and tens starting from 0ero (ACM*A0&2) )ecognise# model# read# write and order num!ers to at least &00. Locate t"ese num!ers on a num!er line (ACM*A0&3) )e,resent and solve sim,le addition and su!traction ,ro!lems using a range of strategies including counting on# ,artitioning and rearranging ,arts (ACM*A0&1) 2atterns and alge!ra 3nvestigate and descri!e num!er ,atterns formed !% s$i, counting and ,atterns wit" o!4ects (ACM*A0&5)

LESSON OUTCOME:
(Key Knowledge and Skills students should achieve in the lesson taken f o! elevant cu iculu! docu!ents"# Investigate doubling and halving in everyday situations eg rolling two numbers the same on two dice, sharing a biscuit between two people. Identify the language of doubling and halving eg double, twice as much, halve, sharing into two equal amounts, half as much.

L1SS2N ST3U.TU31: Time 1$&%'1$&%7 4ntroduction 5Set6: 67,lain to t"e students t"at we will !e ,racticing num!er games outside. 'ransitions need to !e .uiet and students need to !e co(o,erative. Teac*ing #pproac*es

Time 1$&%71$&"'

)ain .ontent:

Teac*ing #pproac*es

#round t*e 8orld /tudents sit in a circle# and a starting ,erson is selected. '"e starting ,erson stands u, !e"ind t"e student ne7t to "im8"er. 3 will call out dou!le and "alving ,ro!lems. '"e student to sa% t"e answer first moves on to c"allenge t"e ne7t student. 3f a sitting student sa%s t"e answer first# t"e students switc" ,laces. Continue until at least one student ma$es it com,letel% around t"e circle 9all problems All students stand in a circle. '"e first student ,oses a dou!les or "alving ,ro!lem t"en !ounces t"e !all to someone to answer. 3f t"at student answers correctl% t"e% continue to ,ose a .uestion and t"row to anot"er ,erson. An incorrect answer results in students sitting down. .ounting in ':s 'wo teams9 two lines of students in eac" team one metre !etween. /tudents t"row t"e !all in a 0ig 0ag fas"ion to t"e ne7t student. 3f t"e% dro, t"e !all t"e% need to start from t"e first ,erson in t"e line again. '"e first team to get to t*e end o/ t*eir line 8ins& ;umping number lines raw two num!er lines. 'wo teams com,ete to answer num!er strategies correctl% ,acing t"e correct num!er of ste,s to t"e answer. '"e first student to succeed wins. '"en onto t"e ne7t student. .ounting bac<8ards by $:s /rom $%&

)e,eat using ot"er num!ers t"at can !e "alved e.uall%.

Post 3e/lection:

31S2U3.1S (3nclude e.ui,ment re.uired for class and8or for teac"er ,re,aration) Balls Chalk

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